This research aims to identify how the writing skills of students who frequently use artificial intelligence in completing writing assignments in intermediate writing classes are affected. This research is classified as a qualitative descriptive approach. Researchers analyzed 10 students to determine how well the students write and in which aspects they excel and struggle in writing. The instrument used in this research is a writing test. Researchers assess students' writing using Jacob's (1981) writing rubric. The results of this study indicate that students' writing abilities are categorized as fair to poor, with an average score of 68.3. In the second and third results, the aspect that students performed better in is the aspect of content, which scored 24, with 6 students achieving a good to average category and 4 students falling into the fair to poor category, with no students in the very poor category. Meanwhile, the aspect where students performed the most poorly is language use. The average ability of students in language use is 14, falling within the fair to poor category. In this aspect, none of the students received a good to average category; out of the ten students, 6 achieved a fair to poor rating, while the others fell into the very poor category. The written test given to the students can illustrate and motivate their writing skills, and provide advice to students not to get accustomed to the use of artificial intelligence.

Keywords: student's writing skills, writing aspect, and artificial intelligence.